Skip Navigation
Funding Opportunities | Search Funded Research Grants and Contracts

IES Grant

Title: Postdoctoral Training in Early Childhood Research
Center: NCER Year: 2005
Principal Investigator: Powell, Douglas Awardee: Purdue University
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 4 years Award Amount: $327,248
Type: Training Award Number: R305B050030
Description:

Purdue's postdoctoral fellowship trained three fellows in early childhood intervention and teacher quality research is based at the West Lafayette campus of Purdue University, in the Department of Child Development and Family Studies. The program provided recent Ph.D. recipients with intensive training in curriculum intervention and teacher quality research in early childhood classrooms. Fellows based their work on one or more large-scale, federally funded intervention studies. Participation in on-going projects provided fellows with numerous opportunities to collaborate with leading methodologists and early intervention experts.

Postdoctoral Fellows

Steed, Elizabeth
Froiland, John (ORCID)
San Juan, Robert

As of 2020, Dr. Steed was Associate Professor in the School of Education & Human Development at the University of Colorado Boulder, Dr. Froiland was Clinical Assistant Professor of Educational Psychology within the Educational Studies Department at Purdue University, and Dr. San Juan was the Assistant Director of Learning Development at The Learning Gardens Child Development Center.

Publications

Book chapter

Powell, D. R., and Diamond, K. E. (2013). Studying the Implementation of Coaching-based Professional Development. In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying Implementation Science in Early childhood Programs and Systems (p. 97–116). Paul H Brookes Publishing Co.

Diamond, K.E., Huang, H-H., and Steed, E.A. (2010). The Development of Social Competence in Children With Disabilities. In P.K. Smith, and C.H. Hart (Eds.), Handbook of Childhood Social Development (2nd ed., pp. 627–646). Oxford, UK: Wiley-Blackwell.

Journal article, monograph, or newsletter

Benedict, E. A., Horner, R. H., and Squires, J. K. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192.

Froiland, J. M. (2011). Examining the Effects of Location, Neighborhood Social Organization, and Home Literacy on Early Cognitive Skills in the United States. Tarptautinis psichologijos žurnalas: biopsichosocialinis požiuris, (9), 29-42.

Froiland, J. M., Powell, D. R., & Diamond, K. E. (2014). Relations Among Neighborhood Social Networks, Home Literacy Environments, and Children's Expressive Vocabulary in Suburban At-Risk Families. School Psychology International, 35(4), 429-444.

Froiland, J. M., Powell, D. R., Diamond, K. E., and Son, S. H. C. (2013). Neighborhood Socioeconomic Well-Being, Home Literacy, and Early Literacy Skills of At-Risk Preschoolers. Psychology in the Schools, 50(8), 755–769.

Powell, D.R., Steed, E.A., and Diamond, K.E. (2010). Dimensions of Literacy Coaching With Head Start Teachers. Topics in Early Childhood Special Education, 30(3): 148–161. doi:10.1177/0271121409341197


Back